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Los efectos de la modalidad de toma de notas y los síntomas del trastorno por déficit de atención e hiperactividad
Gabrielle A Shimko1, Karin H James1
1Department of Psychological and Brain Sciences, Indiana University.
Educational psychology
|September 2, 2025
Resumen
Los estudiantes con trastorno de déficit de atención e hiperactividad (TDAH) aprenden más cuando toman notas, ya sean escritas a mano o mecanografiadas, en comparación con no tomar notas. La toma de notas activa beneficia el aprendizaje, especialmente para aquellos con síntomas más altos de TDAH.
Área de la Ciencia:
- Psicología cognitiva
- Psicología educativa
- Trastornos del desarrollo neurológico
Sus antecedentes:
- Los estudiantes universitarios con trastorno de déficit de atención / hiperactividad (TDAH) a menudo luchan con la toma de notas en las conferencias, lo que potencialmente empeora los desafíos académicos.
- Una mayor gravedad de los síntomas de TDAH se correlaciona con una velocidad de escritura más lenta (HWS), lo que puede impedir un aprendizaje efectivo durante la toma de notas.
Objetivo del estudio:
- Determinar si escribir notas puede compensar el HWS más lento y mejorar el aprendizaje en comparación con las notas escritas a mano en estudiantes con síntomas elevados de TDAH.
- Investigar el impacto de la toma de notas activa (escrita a mano versus mecanografiada) en los resultados de aprendizaje de los estudiantes universitarios con diferentes niveles de síntomas de TDAH.
Principales métodos:
- Los participantes (samplados en exceso para los diagnósticos de TDAH) vieron un TedTalk de 15 minutos y tomaron notas a mano, escribiendo o no escribiendo.
- Un cuestionario evaluó el aprendizaje, mientras que la destreza motora fina, HWS, la velocidad de escritura, la atención sostenida y los síntomas de TDAH se midieron.
Principales resultados:
- Los estudiantes con mayores síntomas de TDAH demostraron un aprendizaje significativamente mayor cuando tomaban notas activamente (escritas a mano o mecanografiadas) en comparación con no tomar notas.
- Un HWS más lento y una atención más pobre se asociaron con un aumento de la gravedad de los síntomas de TDAH.
- La toma de notas activa facilitaba el aprendizaje, especialmente para los estudiantes con síntomas de TDAH más elevados.
Conclusiones:
- Tomar notas activamente es beneficioso para el aprendizaje en estudiantes universitarios, especialmente aquellos con síntomas de TDAH más altos.
- La modalidad de toma de notas más efectiva (escrita a mano o mecanografiada) puede variar según las capacidades de transcripción y los perfiles cognitivos individuales.
Palabras clave:
TDAH y TDAHestudiantes universitariosaprendizaje de la conferenciael hecho de tomar notatranscripciónMás Videos Relacionados
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